1. Steven Hankins Science Educator/Data Manager Country Club Middle School Department of Mathematics and Science

2. Why Science teachers are not asked to monitor recess. Curriculum and Instruction

3. Session Outcomes Participants will be able to: – Incorporate M-DCPS Life science instructional resources to support Life science teaching and learning – Identify how M-DCPS integrates Mathematics and Language Arts Common Core Standards for effective science teaching and learning – Plan for rigorous instruction Using 5e model. Department of Mathematics and Science

4. Science Department Website Overview Department of Mathematics and Science

6. General information Common Core Mathematics and Language Arts literacy benchmarks aligned in District Pacing Guides Achievement Level Descriptors for FCAT 2.0 Science and Biology EOC Next Generation Science Standards – Final version released NAEP 2012 – students have problems with providing evidence and reasoning for claims Insights: Benchmark instruction with fidelity and rigor + Students exposed to application of concepts (inquiry, assessments) = Success Department of Mathematics and Science

7. NORMS L ift expectations E veryone is a learner A sk Questions and actively participate R eserve Judgment N etwork responsible Department of Mathematics and Science

8. What does effective science instruction look like? Engage – Question, discussion, activity, uncover ideas (Discovery and PBS Learning) Explore – Lab activities (Essential Lab/hands-on investigations, Gizmos) Explain – Conclusion writing/lab report, C-E-R, discussion, Notebooks/Journals Elaborate – Discussion, real-world connections, CIS Evaluate: formative and summative by benchmark Department of Mathematics and Science

9. NSTA Formative Assessment Probe Page Keeley digital copies of all four (4) volumes purchased for all K- 8 Centers and Middle Schools Department of Mathematics and Science SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa. Assessed as SC.7.P.11.2 (Cognitive Complexity: Moderate)

10. Explore P1: The Bouncing Ball Energy Challenge Department of Mathematics and Science Given a selection of various balls students must determine the height their chosen/assigned ball must be dropped from to have a rebound height of ____meters. How Does Energy Change?

11. Explore P2: The Bouncing Ball Energy Challenge Department of Mathematics and Science Students are provided with bouncing ball diagrams and cards with relevant vocabulary/concepts pertaining to energy conversions. Students are asked to place the cards on the diagram to represent what they think took place. After the teachers provides support through probing questions, students are asked to complete the formative assessment on their student handout. How Does Energy Change?

12. Explore: Formative Assessment Students are asked to diagram their ball drop, label energy transformations, and explain why their models do not violate the law of conservation of energy. Department of Mathematics and Science

13. www.ExploreLearning.comwww.ExploreLearning.com- Gizmos Department of Mathematics and Science Energy of a Pendulum How Does Energy Change?

14. Balls don’t bounce forever because Thermal Energy is produced. Sliding Objects (Grade 7) VideoVideo SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (Also assesses SC.6.P.11.1 and SC.7.P.11.3.) Department of Mathematics and Science

15. Conclusion Writing Claim-Evidence-Reasoning Students should support their own written claims with appropriate justification. Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). Department of Mathematics and Science

16. Claim – Evidence – Reasoning – How Does Energy Change? Department of Mathematics and Science

17. Claim – Evidence – Reasoning – How Does Energy Change? Department of Mathematics and Science

19. Florida’s CCSS Implementation Plan Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS Phase 1 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Phase 4 (2014-2015) 19

20. The Need: Why Develop the CCSS? Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors, including the use and application of technology to demonstrate learning Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving Equity: Set consistent expectations for all--and not dependent on a student’s zip code Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise 20

21. Current Statistics http://www.achieve.org/Florida

22. An Integrated System – at All Levels 22 State District School Grade Classroom Student Subgroup Student

23. 23 Statutory Goals (1008.31) Goal 1: Highest Student Achievement Goal 2: Seamless Articulation/ Maximum Access Goal 3: Skilled Workforce/ Economic Development PreK Students  Improve kindergarten readiness K-12 Students  Increase the percentage of students performing at grade level  Increase high school graduation rates  Expand STEM-related educational opportunities in high-demand areas  Increase student participation and performance in accelerated course options  Improve college readiness  Expand digital education  Increase career and technical education opportunities  Improve adult education programs in school districts Teachers & Leaders  Increase the percentage of effective and highly-effective principals  Increase the percentage of effective and highly-effective teachers  Increase the percentage of effective and highly- effective teachers at high- minority, high-poverty and low-performing schools  Reduce the number of out- of-field teachers  Reduce the number of out-of-field teachers at high-minority, high- poverty and low- performing schools

24. Common Core State Standards Connections  Currently we continue to use the Next Generation Sunshine State Standards (NGSSS); however, during teaching and learning, whenever applicable, connections to Common Core State Standards in Language Arts and Mathematics are established.  Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides January 201324 Department of Mathematics and Science

25. Common Core Benchmarks in the Science Curriculum

26. 26 Handout

27. Activate Prior Knowledge! 27 Hook Question: How can nuclear potential energy affect society? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using nuclear energy? Vocabulary Front-Loading Text Marking (Reading #1): – An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material. Directed Note-Taking (Reading #2) First draft written response to essential question

28. How does energy change? Definition of Psychological (Adj.)Definition of Psychological (Adj.): of, pertaining to, dealing with, or affecting the mind, especially as a function of awareness, feeling, or motivation: psychological play; psychological effect. Department of Mathematics and Science

29. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you.

30. Expository Text

31. Popular Science

32. Vocabulary Front-loading 32 Vocabulary Instruction Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on word wall, journal, etc.

33. Vocabulary Front-loading 33

34. Reading 1: Text Marking and Discussion 34 + -this section of text shows a positive impact of Nuclear Energy on society or the individual – - this section of text shows a negative impact Nuclear Energy on society or the individual P – this section of text shows a problem S – this section of text shows a solution If students are exposed to close reading yearly, by the time they get to high school they will be better prepared to handle complex texts.

35. Reading 2: Note-Taking & Discussion 35 Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

36. Directed Note-Taking with video on Nuclear Energy 36 First Draft Written Response to Essential Question: Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using nuclear energy?

37. In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus. Group Consensus Individual Vote #1 Individual Vote #2 Positive Impact Negative Impact Problem Solution 1)Count number of groups that selected each category. 2)Count number of individuals that selected each category. 3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

38. Reading 3: Question Generation Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. 38 Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

39. Final Response After Rereading and Extended Text Discussion Purpose: To provide opportunities for students to interact with the text and with their peers to: – identify text information most significant to the final/essential question. – facilitate complex thinking and deep comprehension of text. After the final discussion, answer the following question on your handout: According to the text and extended text discussion, which factor is most likely the primary concern for scientists increasing fuel efficiency? How does scientific research impact society? 39

40. Summative Assessment: FCAT Explorer 40

41. Identify and indicate the effectiveness of the… Engage Explore Explain Elaborate Evaluate Department of Mathematics and Science

42. Common Core Benchmarks Implemented LACC.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Writing: Text Types and Purposes 1.1a and 1.1b Curriculum and Instruction

43. Common Core Math Benchmarks Implemented Represent and analyze quantitative relationships between dependent and independent variables. MACC.6.EE.C9 Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. MACC.6.RP.A.3a Construct viable arguments and critique the reasoning of others. MACC.68.MP3 Model with mathematics. MACC.68.MP4 Use appropriate tools strategically. MACC.68.MP5 Attend to precision. MACC.68.MP6 Look for and make use of structure. MACC.68.MP7 Department of Mathematics and Science

44. What FCAT Level Would We Be? A look at Achievement Level Descriptions Department of Mathematics and Science

45. GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO … Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land … Ach Level Specific Earth Science Student Expectations Excerpt Level 5 Differentiate and analyze interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet Analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 4 Differentiate interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Relate the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet Evaluate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 3 Recognize relationships among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate Identify the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet Relate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land Evaluate the cause of different global patterns of atmospheric movement and temperature differences between air, water, and land Compare convection, conduction, and radiation in both the Sun’s and the Earth’s systems Level 2 Identify some interactions among Earth’s sphere Identify that the cycling of water influences both weather and climate Recognize that the atmosphere protects life and insulates the planet Recognize that the Sun influences temperature difference between air, water, and land Level 1Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for earth science.

46. Department of Mathematics and Science Good Science Instruction January 201346 Effective Planning (with the end in mind) Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic. Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students Encourage students to communicate verbally and in writing

47. Good Science Instruction (Cont……) January 201347 Discovering answers through systematic observations Asking questions about our surroundings Applying models to formulate solutions to questions Learning to make systematic observations in order to formulate answers to events that occur in our surrounding Department of Mathematics and Science

48. S UCCESSFUL S TRATEGIES TO U SE The 5 E’s HOT Questions (Web’s Depth of Knowledge) Inquiry Hands-On Activities/Labs Demonstrations Virtual Labs Notebooks Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Centers / Stations Internet / Video Differentiated Instruction strategies January 2013 48 Department of Mathematics and Science

49. Session Outcomes Are you able to: – Describe M-DCPS science instructional resources that support science teaching and learning – Identify how M-DCPS incorporates Mathematics and Language Arts Common Core Standards for effective science teaching and learning Department of Mathematics and Science

50. SAVE the Date: October 24 -26, 2013 Florida Association of Science Teachers Conference 2013 DoubleTree by Hilton Hotel Miami Airport Convention Center October 24-26, 2013 Join the magical experience of learning new science curriculum and methods while gaining new resources and skills that will spark magic in your teaching. to https://sites.google.com/site/dcstaonline/stem-conference Go to https://sites.google.com/site/dcstaonline/stem-conferencehttps://sites.google.com/site/dcstaonline/stem-conference

51. Slip Reflection 1. Today I learned ………………………. 2. Questions I still have………………. Department of Mathematics and Science

52. Science Department 52 Dr. Ava Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Instructional Supervisor Ms. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist TBA Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Mathematics and Science